IPW-77777-7-77-77'=7.'

REPORT RESUMESED 016 575 RE 001 095EFFECT OF TIME OF TRANSITION FROM MANUSCRIPT TO CURSIVEWRITING UPON SUBSEQUENT PERFORMANCE IN HANDWRITING, SPELLING,AND READING.

OTTO, WAYNE RARICK, G. LAWRENCEPUB DATE FEB 68

EDRS PRICE MF -$0.25 HC -$D.92 21P.

DESCRIPTORS- *GRADE 4, *GRADE 6, *READING RESEARCH,*HANDWRITING SKILLS, *READING ACHIEVEMENT, HANDWRITING,SPELLING, SEX DIFFERENCES, WISCONSIN SCALE,

THE RELATIONSHIP OF THE HANDWRITING, READING, ANDSPELLING PERFORMANCE OF FOURTH- AND SIXTH -GRADE CHILDREN TOTHE TRANSITION TIME FROM MANUSCRIPT TO CURSIVE WRITING WASSTUDIED. THE FOUR TRANSITION TIMES WERE EITHER THE FIRST ORSECOND SEMESTER IN GRADE 2 OR THE FIRST OR SECOND SEMESTER INGRADE 3. HANDWRITING LEGIBILITY WAS MEASURED BY THE WISCONSINSCALE, A 7 -POINT SCALE, AND BY A SCALE PROVIDED WITH THECALIFORNIA ACHIEVEMENT BATTERY, A 7 -POINT SCALE. HANDWRITINGSPEED WAS MEASURED. THE CALIFORNIA ACHIEVEMENT TESTS WEREUSED TO MEASURE ACHIEVEMENT IN READING AND SPELLING. ANALYSESOF VARIANCE WERE RUN. THERE WAS NO SIGNIFICANT DIFFERENCEBETWEEN TRANSITION TIME AND TOTAL READING SCORE. THERE WAS A.SIGNIFICANT INTERACTION BETWEEN TRANSITION TIME AND GRADE ONTHE VOCABULARY SUBTEST. IN SPELLING ACHIEVEMENT, SIGNIFICANTDIFFERENCES WERE FOUND BETWEEN TRANSITION GROUPS, SEX, ANDGRADE LEVEL. IN TERMS OF SPEED OF WRITING, DATA INDICATEDTHAT POSTPONEMENT OF TRANSITION UNTIL THE LAST HALF OF THIRDGRADE WAS BEST. IT APPEARED THAT WHEN INCREASED SPEED WASASSOCIATED WITH LATE TRANSITION, LEGIBILITY WAS DECREASED.SIGNIFICANT DIFFERENCES CONCERNING LEGIBILITY WERE FOUNDACCORDING TO TRANSITION TIME WHEN LEGIBILITY WAS MEASURED BYTHE WISCONSIN SCALE. THE FINDINGS SEEM TO SUPPORTRECONSIDERATION OF THE EFFECT OF INTRODUCING CURSIVE WRITINGIN FIRST GRADE UPON SYMBOL PERCEPTION IN READING. ADISCUSSION AND REFERENCES ARE INCLUDED. THIS PAPER WASPRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATIONCONFERENCE (CHICAGO, FEBRUARY 6 -11, 1968). (BK)

Effect of Time of Transition from

Manuscript to Cursive Writing upon Subsequent

Performance in Handwriting, Spelling, and Reading

U.S. DEPARTMENT OF MUM MUM & WELFARE

OFFICE OF EDUCATION

Otto and G. Lawrence Rarick;

Wisconsin Research and Development INS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

Center for Cognitive Learning !PERSON OR ORGANIZATION ORIGINATING IT. POWS OF VIEW OR OPINIONS

The University of Wisconsin STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

. POSITION OR POLICY.

The common practice in handwriting instruction is first to tatroduce

manuscript style and then, usually at some time between the beginning of

second and the end of third grade (6, Chapter 1; 8), to change to cursive

style. Defense of the initial introduction of manuscript style is based

upon the belief that (a) primary children are better able to produce the

basic strokes characteristic of manuscript letter forms than those required

in cursive writing (1), and (b) the reinforcement and consistency derived

from initial exposure to manuscript writing and printed letter forms will

enhance subsequent performance in reading, spelling, and cursive writing

(2; 3; 4; 5; 7). There is some support for the initial introduction of

manuscript style, but there is neither general consensus nor definitive

research regarding the most advantageous time to make the transition from

manuscript to cursive writing. The purpose of this study was to determine

whether there is anoptimum time for the transition.

1/3The rationale for the present investigation was based upon the

premise that the best test of the effect of modifications in educational

practice is its long range impact. While measurements taken during and

rum( shortly after the institution of altered curricular practice provide some

* A paper presented at the annual AERA meeting, Chicago, February, 1968.

2

indication of its effect, a more rigorous and realistic test is its more

lasting impact upon individual behavior. Therefore, the approach was to

make observations of the handwriting, reading, and spelling performance

of fourth and sixth grade children who had undergone the transition from

.manuscript to cursive handwriting at different times in their early ele-

mentary school experience. The specific purpose of the study was to

determine if the handwriting, reading, and spelling performance of fourth

and sixth grade children is related to the time at which the transition

from manuscript to cursive handwriting was made. Both fourth and sixth

grade pupils 'were included in order to get evidence relevant to the notion

that perhaps relationships would change with the passage of time and

interjected experiences.

Method

Selection of Subjects

The decision was to select subjects from the entire population of

fourth and sixth grade pupils in Wisconsin who had made the transition

from manuscript to cursive handwriting at one of the four following times:

first semester, Grade 2; second semester, Grade 2; first semester, Grade 3;

second semester, Grade 3. Accordingly, a brief questionnaire was sent to

all those public school districts in the state listed in the current pub-

lic school directory having at least 100 pupils in the elementary grades.

The chief school administrator was asked to indicate (1) the system of

handwriting instruction in use, (2) how long the system had been in use,

(3) the grade and semester at which the transition from manuscript to

cursive writing is made, (4) how long the transition time had been in

3

effect, and (5) the number of school buildings in the district. Of 435

questionnaires sent, 379 - or more than 87 per cent - were completed and

returned. Thus, a number of schools (see Table I), almost all of which

/ Insert Table I about here /

had been using their current transition time for five or more years, were

identified at each of the transition times selected for study. When itz

was found that instructional materials published by the Zaner-Bloser Com-

pany were used in most districts, the decision was to sample subjects only

from those districts. The reasoning was that this would provide at least

some control over the instructional variable and give assurance that all

subjects had been taught the same letter forms.

Three districts were chosen at random from each transition time cate-

gory, for a total of twelve districts. In ally one instance was it

necessary to choose an alternate. Once a commitment to participate had

been obtained, a representative (i.e. curriculum coordinator, elementary

supervisor, or building principal) from each district was asked to choose

at random, from among the pupils who had been in the district continuously

from the time of transition, five boys and five girls from Grades 4 and

6, respectively, to participate in the study. Thus, fifteen children of

each sex at each grade level from each transition time served as subjects,

for a total sample of 240 children.

Collection and Analysis of Data

The reading and spelling subtests of the California Achievement Tests,

Elementary, Form Y, 1957 Edition, were used to assess achievement in

reading and spelling. Administration and scoring procedures were in accord

with directions given in the manual. To assess pupils' achievement in

handwriting, both speed and legibility were considered. A task and

scoring procedure ware devised specifically for the study. The testing

was completed in a single session with the pupils from each school.

The basic handwriting task was to copy the following selection,

which includes the standard sentences that appear in the two scales that

were used to make legibility ratings:

iometinies the fox teases the poodle. The

quick brown fax jumps over the lazy dog.

But they really are good friends. The quick

brown fox just came over to greet the lazy

poodle. Later an they will share a can of

dog food for lunch, and then they will take a

nap in the sun. Now the fox is going to chase

rabbits and the lazy poodle is going to take

a nap before lunch.

The pupils were instructed to copy the selection in their normal

handwriting. They were neither given more explicit instructions nor told

the purpose for which they were writing. The samples were written with

pencils on standard 8 1/2" x 11" lined paper. Exactly one minute after

they had begun the task, the pupils were asked to stop and put a large X

after the last word written. Then they were permitted to complete the

task, untimed and without further interruptions.

Each pupil's speed of writing score was the number of letters he

produced during the first minute of the copying task. Two legibility

5

scores were obtained for each pupil by making use of two different

legibility scales. The two ratings provided a reliability check on the

scales used. Assignment of the legibility ratings can be briefly described.

Three judges rated the two standard sentences produced by each pupil

according to the appropriate scale. The sentence "The quick brown fox

just came over to greet the lazy poodle" was rated with the 7-point Hand-

writing Scale provided with the California achievement battery. The

sentence "The quick brown fox jumps over the lazy dog" was rated with a

7-point scale - referred to hereafter as the Wisconsin Scale - that was

devised for this study according to procedures outlined by Herrick and

Erlebacher (6; Chapter 8). Inter judge reliability ratings were .77, .69,

and .72 with the California Scale and .85, .80, and 074 with the Wisconsin

Scale. When the average of the three judges ratings was assigned as the

legibility score for each sample sentence, the between scales correlation

was .79.

Separate analyses of variance were run with each of the following

sets of scores: raw scores from the vocabulary, comprehension, total

reading and spelling subtests of the California; total numbers of letters

produced in one minute; and the totals of the three judges' legibility

ratings with the California and with the Wisconsin scale. The scores

were categorized by transition time, grade, sex, and school.

Results

Reacling,

Mean reading scores are given .by grade and transition time in Table

I/. The variance analysis of the total reading scores revealed no

/ Insert Table II about hers /

significant transition time effect, nor were there significant effects

by school or sex. As would be expected, total reading scores did differ

by grade (2..(.005). No significant transition time or sex effects were

shown by the ccaprehension or vocabulary subtext variance analyses; but

there was a significant difference among schools an both the vocabulary

(11.<.05) and the comprehension (E<.05) subtests. Differential factors

operating within the schools apparently were of greater consequence in

later performance an the subtests than was transition time.

For a graphic description of the significant interaction (25.05)

between transition time and grade on the vocabulary subtext see Figure I.

/ Insert Figure I about here /

It will be noted that for both fourth and sixth grade children, spring tran-

sition time in grade two appears to be associated with retarded vocabulary

development; whereas, transition in the fall of the third grade appears to

benefit the vocabulary development of fourth graders but to impair perfor-

mance among sixth graders. In view of the insignificant transition time

main effects and the inconsistent interaction pattern, it appears that

transition time was of little or no importance as a factor in determining

fourth and sixth graders* performance in reading.

111.M.

bean spelling test scores are given by grads and transition time in

Table III. Significant differences (2.<.025) were found between groups

7a-00,

/ Insert Table III about here /

7

with different transition times, between sexes (2.<3005), and between

grade levels (E<.005). Application Of the Scheffetest for multiple

comparison showed that spelling performance differences were significant

(2..05) only between the children who made the transition in the spring

term of the second grade and those who wade the change in the fall term

of the third grade. The significant interaction between transition time

and sex (vc.05) is clarified in Figure II, where it will be noted that

/ Insert Figure II about here /

for both boys and girls the best spelling performance was, on the average,

attained by the group that made the transition in the fall term of the

third grade. A highly significant interaction was also found between

transition time and school (2.005). In other words, while transition

time apparently was a factor of some consequence in later spelling per-

formance, its effect varied with school and with sex. Spelling perfamanoe,

then, was influenced significantly by factors other than transition time.

For example, it is clear, in Figure /I that the spelling performance of

girls by transition times was on the average superior to that of the boys,

with the exception of spring trerisition at grade three when the boys showed

a slight superiority.

Handwriting Performance

As children *move through the elementary grades and develop skill in

handwriting, volume of letter production increases and precision of letter

formation improves. In assessing the effect of transition time on hands.

writing performance the factors of speed and legibility were both con-

sidered, each being evaluated separately.

8

The variance analysis showed that the subjects' rate of writing as

evidenced by letter production per unit of time differed significantly

(2.41:405) by transition time. No significant differences in writing rates

were found between boys and girls or between schools. Mean numbers of

letters written per minute are given by transition time and grade in

Table IV. Rate of letter production was greater (vc.005) among sixth

/ Insert Table IV about hero /

graders than among fourth graders. Among the fourth graders, letter

production was greater for those who made the transition during the spring

rather than fall term of either second or third grade; but no consistent

pattern is apparent for sixth graders. The significant interaction (2,4C.005)

between transition time and grade is graphically presented in Figure III.

/ Insert Figure II/ about here /

Poorest performance on the average was noted for those fourth grade children

who made the transition in the fall term of grade two; whereas, the sixth

graders who made the transition in the spring of the second grade wrote

most slowly. Best performance for both sixth and fourth graders was

achieved by subjects who had made the transition during the spring term

of grade three. In general, it would seem that in terms of speed of writing

.as evidenced by intermediate grade children, transition from manuscript to

cursive handwriting is best made sometime during the third grade rather

than the second.

In respect to handwriting legibility as evaluated by the Wisconsin

Scale, significant differences (2...025) were found according to the time

t.

9

the transition was made. For mean legibility scores see Table IV. Appli-

cation of the Scheffe test indicated that significant differences (2.4;45)

in legibility occurred only between those pupils who made the transition

in the spring term of the second grads and those who made the transition

in the spring term of the third grade. On{ the average, the best perfor-

mance was achieved by those who made the transition in the spring term of

the second grade. It should also be noted that significant differences in

legibility were found for grade (E4(.005) and sex (k.4.005). The complex

interplay of factors is shown by the significant triple interaction

(2<.025) among transition time, grade, and sex (see Figure IV). The

/ Insert Figure IV about here /

effects attributable to grade and sex are clearly evident. The influence

of time of transition is less clear, but apparently it varies with both

grade level and sex. For example, the most favorable time for transition

for girls was the spring term of the Second grade; yet this was the least

favorable time for the sixth grade boys. In respect to legibility as

measured by the Wisconsin Scale, late transition appears in general to

result in relatively poor legibility.

Legibility as evaluated by the California Scale was not significantly

influenced by transition time. There were, however, significant differ-

ences by sex (2.4;405) and by grade level (2.4,405) similar to those found

with the Wisconsin Scale. It is interesting to note that there was a

significant interaction between transition time and school with both the

Wisconsin Scale (2.4r.005) and the California Scale (2(.05). Apparently

the effect of transition time upon subsequent handwriting legibility

varies from school to school.

10

Discussion and Conclusions

It is apparent that the school term when the transition from menu-

script to cursive handwriting is made is not critical in terms of the

child's later elementary school reading performance. Thus, the argument

that it is important to delay the transition to cursive handwriting until

the later primary years, after symbol perception is presumably well es-

tablished, is not supported by the present data. Although the Impact-of

manuscript writing upon initial symbol pert:optic= is not fully clarified

by this investigation, there appears to be support for reconsideration of

the effect of introducing cursive writing in first grade upon symbol

perception in reading. In view of the fact that (a) there is little

evidence to indicate that manuscript writing has a positive effect upon

symbol perception and (b) the ultimate objective continuos to be legible

cursive writing, introduction of cursive writing in grade one would appear

to be deensible, at least in terms of its impact upon reading performance.

Late transition time was found to have a significant positive effect

upon subsequent spelling performance; however, in view of the significant

interaction between transition time and school and between transition time

and aim, one right question the meaning which can be attached to this

effect. For example, girls are better spellers than boys, but this is

not necessarily a function of transition time. Furthermore, although

spelling performance was not found to differ significantly among schools,

the effect of transition time was dependent upon schools. That is, at the

time of transition or later, the presence of a certain set of conditions

in some schools tended to result in significant relationships between

WAPZIPMXISIRMW,S.V.IMarst14.,-

11

transition time and spelling performance. Perhaps a careful analysis of

the instructional practices in handwriting and spelling in these schools

would help to clarify the nature of these conditions. One might speculate,

for example, that the extent to which instruction in handwriting and

. spelling is coordinated is the critical factor; specific attention to the

impact of the transition in both areas should tend to nullify any negative

effect upon spelling.

In terms of speed of writing, the data indicate that postponement of

the transition until the last half of the third grade is best. In a sense

this is strange because pupils who had the least time to develop speed

(rpring grade three to grade four testing) scored best on the speed trials

(see Figure III). Furthermore, in view of the tendency for foUrth graders

to show the highest legibility with early transition and poorest legibility

with late transition (spring grade three), it appears that the price for

the increased speed associated with late transition is decreased legibility.

Men as a whole, the present data offer only meager support at best

for any one of the widely used transition times considered in this study.

The impact of transition time upon subsequent reading performance appears

to be very alight. Its impact upon subsequent spelling performance appears

to be dependent upon local practices. And the implications of its impact

upon subsequent handwriting performance are dissipated by the conflict in-

herent in the fact that rapid writing is associated with late transition

and legible writing is associated with early transition. The conclusion

to be drawn seems to be that when the transition is made is less important

than what is offered in the instructional program.

The problem of whether there should be a transition at all is, of

course, unresolved. In fact, any one of the following approaches would

eliminate the need for a transitiont (1) introduce and stay with manu-

script writing; (2) introduce and stay with cursive writing; (3) introduce

and develop manuscript and cursive writing simultaneously. Research de-

signed to determine whether any of these approaches is associated with

superior performance in reading, spelling, and handwriting at various

developmental stages is still needed.

1. Ames, Louise B., and F. L. Ilg, "Developmental Trends in Writing

Behavior," Pedagogical Semin and Journal of Genetic Psychology,

79 (Septtiber, 1951) 29.1

2. Cutright, Prudence, "Script-Print and Beginning Reading and Spelling,"

ElementaryEngliskReview, 13 (April, 1936) 139-141.

3, Freeman, Frank N., "The Transition fruit Manuscript to Cursive Writing,"

Elementary English, 35 (October, 1958) 366-372.

4. Harris, Theodore L., "Handwriting," in Chester W. Harris (ed:),

Encyclopedia of Educational Research. Third edition. New York:

Macmillan, 1960, pp. 61A-624.

Reese, J. DeV., "The Use of Manuscript Writing in South African Schools,"

Journal of Educational Research, 40 (November, 1946) 161-177.,

Herrick, Virgil E. (ed.), New Horizons for Research in Handwriting.

Madison: University of WisconTEWess77935.-----

Washburne, Carleton, and Mabel Vogel Morphett, "Manuscript Writing -

Some Recent Investigations," Elementary School Journal, 37 (March,

1937) 517-529.

8. Winch, W. H., "Print Script and Cursive Script in Schools," Forum of

Education, 4 (June, 1926) 123-138 and (November, 1926) 206-222.

"NrCr+. OW" :J;..ig-AIMIKCWNPOW,',I,WS'IeWAN,AW2PAWAW.:N7.*-",',ANVITIXWOIPWSAWrLPVAWPAWFA7..Pt'

Table I

Summary of Survey Data RegardingTransition Times and In$tructicnal Materials

Transition Time

Number ofDistricts Retailm

Number of DistrictsUsing Zaner-Bloser Materials

Grade 29 Fall 6 6 (100%)

Grade 2, Spring 125 94 (75.2%)

Grade 3, Fall 163 132 (81.0%)

Grade 3, Spring 35 27 (77.1%)

Grade 49 Fall

no specific time

1

44

1 (100%)

data incomplete 5 111111111111111

TOTAL 379

Table II

Mean Reading Scores of Fourth and Sixth

Grade Children Categorised According to Time of

Transition From Manuscript to Cursive Handwriting

Test Grade

Reading 4

Vocabulary6

Reading 4

Comprehension6

Total 4Reading

6

Handwriting Transition TimeFall 2nd Spr. 2nd Fall 3rd Spr. 3rd,

33.8 31.6 34.6 35.3

43.9 41.0 37.9 42.1

42.2 43.7 48.0 45.2

57.6 57.1 57.6 56.8

77.0 75.3 82.6 80.5

101.5 98.1 95.5 98.9

Test

Spelling

Table III

Mean Spelling Scores of Fourth and SixthGrade Children Categorised According to Time of

Transition From Manuscript to Cursive Handwriting

Handwriting Transition TimeGrade Fall 2nd Spr. 2nd Fall 3rd Spr. 3rd

4

23. vi

16.6 20.6

22.0 23.9

-,- .3441.74.1..44.4541.0010*_

17.1

22.6

Test

Table IV

Mean Handwriting Scores of Fourth and Sixth

Grade Children Categorized According to Time of

Transition From Manuscript to Cursive Handwriting

Handwriting Transition Time

Grade Fall 2nd ar..212d Fall 3rd ar"Itt

Number of 4 32.1 38.6 35.5 44.1Letters perMinute 6 56.6 47.6 52.6 57.7

Wisconsin 4 9.9 9.8 9.2 7.9

Scale6 11.2 12.6 10.8 10.5

California 4 11.0 11.0 9.8 8.6

Scale6 12.2 11.7 12.9 12.0

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44

43

42

41

40

39

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37ccetc

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35 ,,o/

34

33

32 N./e/

31 INNIF4411111111. /Al

6th Grade

4th Grads

FALL SPRING

GRADE 2FALL SPRING

GRADE 3

Figure I. Interaction Between Transition Time and Grade for theVocabulary Subtest of the California Reading Test.

.,:ki,keWRIIKIWAVer.14:,srAiv,

FALL SPRING

GRADE 2

GirlsAMP/ Ekyys

FALL SPRING

GRADE 3

Figure II. Interaction Between Transition Time and Grade for theCalifornia Achievement Test in Spelling.

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AMMEtt-W#11

58

56

54

52

50

48

IQ1.41 46

44

fb 42co

zp 40

38

36

34

32

"tAtttogrin,

1

FALL SPRING

GRADE 2

AIM

6th Grade4th Grade

....1...mmommoorsoFALL SPRING

GRADE 3

Figure III. Interaction Between Transition Time and Grade forRate of Letter Production.

e

owirdr.mor

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.4., 0.4"101.4)

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to 0...

GIIMOM IIMIN .... -alb'

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..-::::,..4,44%.6th Grads Girls

404,--------, 4th Grads Girls

41% . 6th Grads BcyseS1 MO - - 4th Grade Boys

N.

'N.I.

FALL SPRING FALL SPRING

GRADE 2 GRADE 3

Figure IV. Triple Interaction Between Transition Time, Grade, and

Sex for Handwriting Legibility as Determined by the

Wisconsin Scale.